M. Circe's List: PLC Tech

• While these groups may share some similarities of purpose with PLCs, the philosophy and characteristics of a PLC differentiate and define it. Let’s take a look at both of those features.
• School leaders began to accept learning rather than teaching as the fundamental purpose of schools (Eaker & Gonzalez, 2006).
• Many PLCs operate with the understanding that one important key to improved learning for students is continuous job-embedded learning for educators (DuFour, DuFour et al., 2006; Haar, 2003; Phillips, 2003).
• A PLC is not a model, per se; rather, it is an approach or process. Most PLC definitions assume a set of characteristics that reflect the nature of a true PLC. An understanding of these characteristics provides educators with a shared lens through which to examine their own PLCs. They also can provide an infrastructure for shaping practice and assessing progress. A brief description of some of the most commonly cited characteristics follow:
   
    
     
  • Shared values and vision (Bolam et al., 2005; DuFour, 2004; Feger & Arruda, 2008; Hord, 1997; Kruse, Louis, & Bryk, 1994). Teachers and administrators share a vision focused on student learning and a commitment to improvement (Reichstetter, 2006). The vision is used as a context for decision making about instructional practice and collaborative learning efforts. The vision statement should result in a collective responsibility for and an unwavering focus on student learning (Leo & Cowen, 2000; Louis & Kruse, 1995; Stoll et al., 2006).
     
     
  • Collaborative culture (Bolam et al., 2005; Feger & Arruda, 2008; Kruse, Louis, & Bryk, 1994). PLCs are based on the premise that through collaboration, professionals achieve more than they could alone (DuFour & Eaker, 1998). Teachers benefit from the resources that each brings to the PLC (Newman, 1994). Collaboration provides a mechanism for sharing responsibility for student learning and a means to work together toward a common purpose (Reichstetter, 2006; Stoll et al., 2006). Collaboration (e.g., opportunities for teachers to engage in ongoing collegial opportunities where they talk about teaching, receive frequent feedback on teaching, design classes together, teach each other, etc.) has been found in successful schools and is missing in unsuccessful schools (Little, 1989, 2003).
     
     
  • Focus on examining outcomes to improve student learning (DuFour, 2004; Feger & Arruda, 2008; Kruse, Louis, & Bryk, 1994; Louis, 2006). PLCs promote results-oriented thinking that is focused on continuous improvement and student learning (Reichstetter, 2006). The focus goes beyond a team getting together to look at data. In PLCs, teachers respond to data that require mutual accountability and changing classroom practices. Data help motivate teachers to see what is happening and what they need to do collectively (White & McIntosh, 2007).
     
     
  • Supportive and shared leadership (Feger & Arruda, 2008; Hord, 1997; Kruse, Louis, & Bryk, 1994; Louis & Kruse, 1995; Mitchell & Sackney, 2006). PLCs often are viewed as a foundation for developing teacher leaders (Caine & Caine, 2000). Administrators are committed to sharing decision making with teachers and providing opportunities for them to serve as leaders (Hargreaves & Fink, 2006; McREL, 2003). Leadership is shared and distributed among formal and informal leaders (Phillips, 2003; Reichstetter, 2006). The purposes and goals of a PLC grow from among the participants, based on their values, beliefs, and individual and shared experiences (Thompson, Gregg, & Niska, 2004). Teacher leadership capacity sustains PLCs. Sharing power and authority with teachers through decision making and shared leadership increases leadership capacity and builds a belief in the school’s collective ability to affect student teaching (Olivier & Hipp, 2006).
     
     
  • Shared personal practice (Hord, 1997; Kruse, Louis, & Bryk, 1994; Thompson, Gregg, & Niska, 2004). A major focus of PLCs is on professional learning in which teachers work and learn together as they continually evaluate the effectiveness of their practices and the needs, interests, and skills of their students (McREL, 2003).Teachers share experiences, observe each other, and discuss teaching. Shared practice and collective inquiry help sustain improvement by strengthening connections among teachers, stimulating discussion about professional practice, and helping teachers build on one another’s expertise (McREL, 2003). Through continuous inquiry and reflective dialogue teachers discover solutions and address student needs (Hord, 1997; Stoll et al., 2006).

2 more annotations...

• A great introduction and walk-through. This is where I found some resources for implementation and design for my wiki. - M. Circe on 2008-03-28

• A simple tool to save web pages for reading later.

   

    

   

   

   

• Google Reader shows you all of your favorite sites in one convenient place. It's like a personalized inbox for the entire web. - M. Circe on 2008-03-28

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